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Facing the Challenges and Realizing the Opportunities of Diversity

Center for Multicultural Education, College of Education

UNIVERSITY OF WASHINGTON, SEATTLE

1 Director’s Message

2 Constructing the History of the Field

4 Research Leadership

5 LIFE Diversity Consensus Panel

6 Improving Citizenship Education Worldwide

8 Research and School Practice

9 Book Talk Series

10 Symposium-Lecture Series

12 Summer Courses

13 Educating Future Leaders

16 Killinger Chair in Diversity Studies

17 Center Conferences, Institutes, and Workshops

18 Graduate Degree Programs

19 Center Courses

20 Center Overview

Center Faculty

Copyright © 2005 by Center for Multicultural Education, University of Washington, Seattle

All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical,

including photocopying, recording, or by any information storage retrieval system, without written permission from the copyright holder.

Center for Multicultural Education

College of Education

University of Washington, Seattle

110 Miller

Box 353600

Seattle, WA 98195-3600

“ My experience in Multicultural Education at the University of Washington

was powerful because it enabled me to connect the many contradictions

of race, class, and gender in U.S. society to their manifestations in educational

institutions. It gave me the theory and language to speak to and about power

in educational contexts.”

MARY STONE HANLEY, ASSISTANT PROFESSOR OF EDUCATION, UNIVERSITY OF NORTH CAROLINA-CHAPEL HILL

PHONE: 206-543-3386

E-MAIL: [email protected]

WEB SITE: http://depts.washington.edu/centerme/home.htm

Inside Back Cover

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The Center for Multicultural Education focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the academic achievement of all students. The Center also engages in services and teaching related to its research mission. This publication describes the Center’s programs and publications which have been recognized locally, nationally, and internationally.

In 2004, Jossey-Bass published the second edition of the Center’s Handbook of Research on Multicultural Education, the fi rst edition of which received the 1997 Book Award from the National Association for Multi-cultural Education. The Handbook covers a comprehen-Handbook covers a comprehen-Handbooksive array of issues in multicultural education and is a valuable resource for practicing educators, researchers, and graduate students.

In addition to dealing with diversity within the U.S., the Center is addressing complex questions related to global citizenship and democratic education in diverse multicultural societies. We hosted the conference “Ethnic Diversity and Citizenship Education in Multi- cultural Nation-States,” held at the Rockefeller Founda-tion’s Study and Conference Center in Bellagio, Italy, in June 2002. The book Diversity and Citizenship Educa-tion: Global Perspectives contains the major fi ndings of this conference.

In 2003, the Diversity, Citizenship, and Global Educa-tion Consensus Panel was established with support from the Spencer Foundation. Using the major fi ndings of the Bellagio conference as a departure point, the panel developed major principles and concepts that provide guidance to educators for implementing citizenship education programs that prepare students to become effective citizens in a diverse and interdepen-

dent world. The publication Democracy and Diversity: Principles and Concepts for Educating Citizens in a Global Age was released at an invitational conference Global Age was released at an invitational conference Global Ageon April 29, 2005, that was attended by 130 educators throughout Washington State.

Examining diversity and citizenship education within the global context is a major focus of the Center’s recent work. However, the Center’s attention has not shifted away from matters at home. The increasing cultural, linguistic, and religious diversity within the U.S. and the emphasis on accountability in U.S. schools make a commitment to social justice and equity imperative and a high Center priority. Our work focuses on the ways in which national and international educational issues are interrelated.

In this publication, we describe the Center’s projects and publications. The Center continues to bring world-class researchers to the University of Washing-ton campus as part of the Symposium-Lecture Series and to teach Center summer courses. We profi le several Center graduates who are doing important social justice work in schools, colleges, universities, and other institutions. We also include information on Center courses and degree programs.

The increasing diversity within the nation’s schools provides both opportunities and challenges. Diverse classrooms and schools make it possible to teach students from many different cultures and groups how to live together cooperatively and productively. Prejudice and discrimination are challenges that arise when people from diverse groups come together. Globalization and its consequences have revealed why it is essential to teach students to be critical thinkers and active citizens in a diverse, divided, and troubled world. The Center’s mission is to help educators respond effectively to both the challenges and oppor-tunities of diversity. We invite you to participate in our work to expand educational equality by attending Center public lectures, taking Center courses, and using our publications. We also invite and encourage your comments on the Center’s publications, pro-grams, and projects.

A M E S S A G E F R O M J A M E S A . B A N K S , D I R E C T O R O F T H E C E N T E R

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Published Reviews of Multicultural Education, Transformative Knowledge, and Action

“Among the growing number of recent publications on multicultural education, this book represents one of the more important contributions to our understanding of the movement. A signifi cant contribution to the volume is made by the editor, James A. Banks. Through his work and that of other essayists, the book sets out to show how the work of present-day multicultural scholars and activists is based on and linked to the work of leaders in this fi eld early in the century, especially the writings of W.E.B. DuBois, Carter G. Woodson, and Franz Boas.”

HISTORY OF EDUCATION QUARTERLY, FALL, 1997

“Although a variety of researchers and practitioners have provided contributions and demonstrated a commitment to multicultural education, James A. Banks continues as one of the most consistent and coherent advocates in the fi eld for an integration of scholarship and social action. Building on his widely utilized textbooks, Banks, with his publication of the encyclopedic Handbook of Research on Multicultural Education and two critical articles in Educational Researcher, has further increased the legitimacy Educational Researcher, has further increased the legitimacy Educational Researcherof multicultural education as a distinct domain of study. With the publication under review here, Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectives, Banks proceeds with his project to document the ways in which the current multicultural education movement is both connected to and a continuation of earlier scholarly and activist movements designed to promote empowerment, knowledge transformation, liberation, and human freedom in U.S. society.”

EDUCATIONAL STUDIES: A JOURNAL IN THE FOUNDATIONS OF EDUCATION, SPRING, 1997

“Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectivesis required reading for all those concerned with thescholarly and activist roots of multicultural education.The central theme of the book is transformative knowledge and action, the idea that we all can and should make a difference in our work. An elegantly crafted collection. . . this new book demonstrates the transformation of multicultural education into a discipline or perhaps more appropriately, a meta-discipline. It thus belongs on the shelves of everyone concerned with transforming the mainstream dialogue on Multicultural America.”

MULTICULTURAL EDUCATION, FALL, 1997

Constructing the History of the Field

Studies in the Historical Foundations of Multicultural Education

A major goal of this project is to document the ways in which the current multicultural movement is both connected to and a continuation of earlier scholarly and activist movements designed to promote empowerment, knowledge transformation, liberation, and freedom in society. Another important goal is to mentor graduate students. This series was initiated with fi ve papers presented at the annual meetings of the American Educational Research Association (AERA) in 1993. The Center also presented symposia on this project at the 1994 and 1995 annual meetings of AERA. Multicultural Education, Transformative Knowledge, and Action, edited by James A. Banks, was the fi rst publication of this project (New York: Teachers College Press, 1996). This book contains most of the papers presented in the AERA symposium series. It documents persistent themes in the struggle for human freedom in the United States since the late nineteenth century as exemplifi ed in the scholarship and actions of people of color and their White supporters.

James A. Banks, Editor (Published by Teachers College Press, www.tcpress.com)

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Comments on Improving Multicultural Education: Lessons from the Intergroup Education Movementby Leading Scholars

“An outstanding achievement. Cherry A. McGee Banks’s scholarship will aid all educators in their efforts to increase the depth and scope of their current knowledge of multicultural education.”

CARL A. GRANT, UNIVERSITY OF WISCONSIN–MADISON

“Cherry Banks provides an important historical analysis of the intercultural movement that is long overdue. Contemporary conversations about multicultural education will be greatly informed by this compelling depiction of the lessons of this previous era.”

VANESSA SIDDLE WALKER, EMORY UNIVERSITY

“This vivid and well-documented history has much to offer multicultural educators today. Anyone who cares about America’s progress toward a just and pluralistic society should read this book.”

LINDA DARLING-HAMMOND, STANFORD UNIVERSITY

“In this meticulously researched book, Cherry Banks supplies a critical and heretofore missing link to current educational efforts in diversity and social justice. There are many lessons to be learned here. . . . This book is a treasure for researchers, policymakers, and others.”

SONIA NIETO, UNIVERSITY OF MASSACHUSETTS, AMHERST

A History of the Intergroup Education Movement

Improving Multicultural Education: Lessons from the Intergroup Education Movement, by Cherry A. McGee Banks, is the second book in the Center’s Historical Foundations of Multicultural Education Series. This book builds upon and deepens the work contained in the author’s chapter in the fi rst book in the Historical Series. Intergroup confl ict has been a perennial problem in the United States since colonial times. This book describes how a group of educators, social activists, and scholars tried to reduce intergroup tensions and create schools where people of all groups could learn together and from each other.Demonstrating the links between the current multicultural education movement and the roots of intergroup education, the author helps us to understand where we’ve been, where we are, and where we might strive to be in our future attempts to reform schools so that they respond to the diversity within U.S. society.

Cherry A. McGee Banks (Published by Teachers College Press, www.tcpress.com)

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Research Leadership

Handbook of Research on Multicultural Education, Second Edition

The second edition of the Handbook brings together in Handbook brings together in Handbookone volume the major research and scholarship related to multicultural education that has developed since the 1960s and 1970s. Recognizing that the fi eld has developed signifi cantly in recent years, with new issues that have become important, such as the increase in immigration, the rising number of multiracial children in the U.S., and a focus on testing and accountability in schools, the editors have included 20 new chapters to address these topics. Moreover, 29 chapters from thefi rst edition were updated to include contemporary information. Research is broadly defi ned in the Handbook. It includes discussions and summaries of research using experimental and quasi-experimental designs, historical and philosophical inquiry, ethnographic studies, survey research, scholarship broadly defi ned, and insights gained from practice. Each chapter, written by a leading authority, critically discusses and summarizes the research on a specifi c topic and describes the implications of the discussion for further research, policy, and practice. The fi rst edition of the Handbook received the 1997 Multicultural Handbook received the 1997 Multicultural HandbookBook Award from the National Association for Multicultural Education.

Praise for the Second Edition of the Handbook

“This comprehensive and enlightening volume embraces the major research and scholarship in multicultural education—tracing historical themes that shape our contemporary views, crossing disciplinary boundaries, joining theory and practice, and provoking a new public discourse about navigating the twin goals of excellence and equity in education. The Handbook of Research on Multicultural Education will surely be a valuable resource for scholars, practitioners, and policymakers.”

SARA LAWRENCE-LIGHTFOOT, EMILY HARGROVES FISHER PROFESSOROF EDUCATION, HARVARD UNIVERSITY

“I am large, I contain multitudes,” boasted Walt Whitman in his celebration of the American voice and spirit, “Song of Myself.” His claim applies equally well to the second edition of the Handbook of Research on Multicultural Education, ably edited by James A. Banks and Cherry A. McGee Banks. Newly revised and expanded, this volume indeed contains a multitude of voices and perspectives, providing an invaluable resource for all those interested in issues of equity and the role of education in a pluralistic democracy.”

PAMELA GROSSMAN, PROFESSOR, SCHOOL OF EDUCATION, STANFORD UNIVERSITY

“Laden with new scholarship and updated revisions of some of the earlier chapters, this carefully conceptualized second edition of the Handbook promises to be an even more Handbook promises to be an even more Handbookindispensable resource than its highly acclaimed predecessor. It presents both depth and breadth in the fi eld and is essential reading for new scholars, established scholars, practitioners, and policy makers alike—indeed, anyone seeking equality of educational opportunities for all students.”

VANESSA SIDDLE WALKER, PROFESSOR, DIVISION OF EDUCATIONAL STUDIES, EMORY UNIVERSITY

“It is hard to imagine a multicultural scholar, researcher, K-12 educator, or administrator who could afford not to be thoroughly conversant with the rich content of this defi ning Handbook. Broadened, updated, and revised, this unrivaled second edition captures the diversity and impact of essential contemporary issues such as educational standards and provides a solid foundation for anticipating future developments.”

EVELYN KALIBALA, DIRECTOR OF SOCIAL STUDIES AND MULTICULTURAL EDUCATION, NEW YORK CITY PUBLIC SCHOOLS

James A. Banks and Cherry A. McGee Banks, Editors (Published by Jossey-Bass, www.josseybass.com)

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The Center for Multicultural Education and the Center for Learning in Informal and Formal Learning Environ- ments (LIFE) established a LIFE Diversity Consensus Panel during the 2004-2005 academic year. The LIFE Center, which is supported by the National Science Found- ation, is a collaborative effort among three primary partners—the University of Washington, Stanford University, and the Stanford Research Institute—as well as other institutions across the country. Professor John Bransford is Principal Investigator of the LIFE Center. The overall purpose of the LIFE Center is to understand and advance human learning through a simultaneous focus on implicit, informal and formal learning, thus cultivating generalizable interdisciplinary theories that guide the design of effective new technologies and learning environments. The Center’s mission is three-fold: (1) conduct scientifi c research; (2) develop collaborative partnerships; and (3) build capacity.

As a component of the LIFE project, the LIFE Diversity Consensus Panel is focusing on ways in which learning in informal settings can enhance the academic achievement of students of color and students who speak a fi rst language other than English. The goal of the LIFE Diversity Consensus Panel is to identify what we know about diversity and informal learning and what we need to know. At its fi rst meeting on the University of Washington campus on March 16 to 18, 2005, the LIFE Diversity Consensus Panel decided that its report would consist of two parts, a booklet and a DVD that would illustrate and give examples of the principles and concepts described in its report. The Panel presented a public forum related to its work at the University of Washington on March 17 that focused on “Diversity in the Twenty First Century: Learning Challenges and Opportunities.” The public forum was attended by more than 100 researchers and practitioners in the Seattle metropolitan area.

The second meeting of the LIFE Diversity Consensus Panel took place in January 2006 at the Center for Advanced Study in the Behavioral Sciences at Stanford, where James A. Banks, the chair of the committee, was a Fellow.

Members of the LIFE Diversity Consensus Panel

James A. Banks, James A. Banks, James A. Banks University of Washington, Chair and Diversity Advisor for the LIFE Center

Kathryn H. Au, University of Hawaii, Manoa

Kris Gutierrez, University of California, Los Angeles

Shirley Brice Heath, Stanford University

Carol D. Lee, Northwestern University

Luis C. Moll, University of Arizona

Center for Multicultural Education and Center for Learning in Formal and Informal Environments (LIFE) Establish Diversity Consensus Panel

From left: Kathryn H. Au, James A. Banks, Shirley Brice Heath, Kris Gutierrez, Carol D. Lee, Luis C. Moll

Professor John Bransford

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Praise for Diversity and Citizenship Education

“Kudos to James A. Banks for undertaking this exciting project and doing a superb editorial job. This set of coherent chapters by leading scholars from twelve nations is essential reading for anyone concerned with the role that multicultural/international education can play in contributing to democratic and globally conscious citizens in increasingly diverse societies in an intercon- nected world.”

ROBERT ARNOVE, CHANCELLOR’S PROFESSOR EMERITUS OF EDUCATION, INDIANA UNIVERSITY, BLOOMINGTON, AND PAST PRESIDENT, COMPARATIVE AND INTERNATIONAL EDUCATION SOCIETY

“Rather than simply a problem of appreciating differences in race, ethnicity, and language, preparing citizens for democracy in the twenty-fi rst century is a complex project that must be fi rmly rooted in social justice and socio- political realities. The international authors of Diversity and Citizenship Education: Global Perspectives tackle knotty problems but leave readers with hope in facing the many challenges that lie ahead if we are serious about promoting justice and equity through education. This terrifi c and informative book is sure to be a great help to educators.”

SONIA NIETO, PROFESSOR, SCHOOL OF EDUCATION, UNIVERSITY OF MASSACHUSETTS, AMHERST

“This book makes a brilliant and comprehensive contribution to understanding education for citizenship in a global context. It offers the best analysis yet of the contradictions between diversity and equality, and the need for democratic citizenship education in a global context. It should be read by all educators around the world who are concerned about creating just and inclusive multicultural societies.”

SALLY TOMLINSON, EMERITUS PROFESSOR OF EDUCATION, GOLDSMITHS COLLEGE, UNIVERSITY OF LONDON, AND RESEARCH ASSOCIATE, EDUCATION DEPARTMENT, UNIVERSITY OF OXFORD, ENGLAND

Improving Citizenship Education Worldwide

Diversity and Citizenship Education: Global Perspectives

Resulting from papers that were presented at the conference “Ethnic Diversity and Citizenship Education in Multicultural Nation-States,” held at the Rockefeller Foundation’s Study and Conference Center in Bellagio, Italy, in June, 2002, this book presents international perspectives on how multicultural nation-states can balance unity and diversity and respond to globalization. Participants and contributing authors represented 12 different nations: Brazil, Canada, China, Germany, India, Israel, Palestine, Japan, Russia, South Africa, the United Kingdom, and the United States.

Since World War II, worldwide immigration has increased the racial, ethnic, cultural, and language diversity in many nation-states. These nation-states are faced with the problem of how to refl ect the diversity within their societies while maintaining national unity. Increasing globalization throughout the world is also challenging nationalism and the nation-state. Diversity and Citizenship Education discusses how civic education can be reformed so that it will advance democracy as well as be responsive to the needs of cultural, ethnic, immigrant, language, and religious groups. The

James A. Banks, Editor (Published by Jossey-Bass, www.josseybass.com)

contributors present historical and philosophical analyses of civic education programs, research, and curriculum guidelines to guide action and school reform.

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Print copies of DEMOCRACY AND DIVERSITY may be ordered from:

CME Publications • Center for Multicultural EducationBox 353600 • University of WashingtonSeattle, WA 98195-3600 • (206-543-1847)

1-9 copies, $9.50 each; 10 or more copies, $8.00 each. Prices include tax and postage. Checks or purchase orders should be made out to the University of Washington.

Democracy and Diversity: Principles and Concepts for Educating Citizens in a Global Age

The Center for Multicultural Education at the University of Washington established—with support from the Spencer Foundation—a Diversity, Citizenship, and Global Education Consensus Panel. The Panel’s goal was to develop a set of research and theory based principles and guidelines that school practitioners can use to structure citizenship education programs that refl ect diversity and unity and prepare students to become effective citizens in a global context. An important foundation for the Panel’s work was the book that resulted from the Bellagio conference sponsored by the Center, Diversity and Citizenship Education: Global Perspectives, along with two commissioned papers and eight concept papers.

In Democracy and Diversity: Principles and Concepts for Educating Citizens in a Global Age, the Panel presents

CONSENSUS PANEL MEMBERS

James A. BanksUniversity of Washington, Seattle, Chair

Cherry A. McGee BanksUniversity of Washington, Bothell

Carlos E. Cortés University of California, Riverside

Carole L. Hahn Emory University

Merry M. Merryfi eldThe Ohio State University

Kogila A. MoodleyUniversity of British Columbia, Canada

Stephen Murphy-ShigematsuUniversity of Tokyo, Japan

Audrey OslerUniversity of Leeds, England

Walter C. Parker University of Washington, Seattle

Mark PurcellUniversity of Washington, Seattle

Farhat J. ZiadehUniversity of Washington, Seattle

INTERNATIONAL REVIEW PANEL

Angela M. Banks Iran–United States Claims Tribunal, The Hague, The NetherlandsSveta Dave Chakravarty Centre for Education Management and Development, New Delhi, IndiaCarlos F. DiazFlorida Atlantic University, USAPetronilha Beatriz Gonçalves e Silva Universidade Federal de São Carlos, BrazilYasumasa HirasawaOsaka University, JapanReva JosheeOntario Institute for Studies in Education, University of Toronto, CanadaSeiji Kawasaki Tokyo Gakugei University, Japan

Christine Kim-Eng LeeNational Institute of Education, Nanyang Technological University, Singapore

Sigrid Luchtenberg Essen University, Germany

Margarita Luna DelgadoUniversidad IberoAmericana, Mexico

Darren E. LundUniversity of Calgary, Canada

Sonia NietoUniversity of Massachusetts, USA

Mokubung NkomoUniversity of Pretoria, South Africa

Gary Partington Edith Cowan University, Australia

Andrew F. Smith The American Forum for Global Education, USA

Sally Tomlinson University of Oxford, United Kingdom

David B. Willis Soai University, Japan

four principles and identifi es ten concepts to facilitate the implementation of citizenship education programs that focus on democracy, diversity, and globalization. This publication also contains a checklist designed to be used by educators to determine the extent to which the principles and concepts identifi ed by the Consensus Panel are refl ected in their classrooms and schools. The work of the Consensus Panel was reviewed by an International Review Panel.

In April, 2005, an invitational conference was held to release the report. Superintendents from throughout the state of Washington attended the conference and brought with them a team of administrators responsible for curriculum development and change in their districts. Heads of independent schools and their staffs as well as teacher educators in the Puget Sound region also attended the conference.

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Diversity Within Unity: Essential Principles For Teaching and Learning in a Multicultural Society

Diversity Within Unity is the product of a four-year Diversity Within Unity is the product of a four-year Diversity Within Unityproject during which a consensus panel reviewed and synthesized research related to diversity. The panel was supported by a grant from the Carnegie Corporation of New York and chaired by James A. Banks. The 12 major fi ndings of the panel, which are called essential principles, constitute this publication. It also contains a checklist designed to be used by educational practitioners to determine the extent to which their institutions and environments are consistent with the essential principles. Diversity Within Unity differs from Diversity Within Unity differs from Diversity Within Unitymany academic publications in its concise length and practical features. “We wanted to produce a document educators would keep and refer to on a regular basis,” explains Banks.

Diversity Within Unity moves multicultural education Diversity Within Unity moves multicultural education Diversity Within Unityout of the realm of theory and into everyday practices. School districts, colleges, and universities throughout the nation are using it as a key component of staff development initiatives. The Denver Public Schools, where Banks presented the report to the board of education and leading school administrators, ordered 600 copies to use in their staff development program; the Seattle School District purchased and distributed 7500 copies to its entire staff. Diversity Within Unityis being used in a number of local school districts to guide school reform related to diversity, including the Everett School District, the Kent School District, and the Federal Way School District in the Puget Sound area. It is also being used by the Offi ce of the Superintendent of Public Instruction (Washington State) and the Washington Education Association. Diversity Within Unity has been adapted for higher Diversity Within Unity has been adapted for higher Diversity Within Unityeducation by the Multicultural Concerns Committee (MCC) and the Center for Research on Developmental Education and Urban Literacy (CRDEUL) at the University of Minnesota General College. The adapted publication is available at the CRDEUL web site: http://www.gen.umn.edu/research/crdeul/reports.htm.

Comment and Published Review ofDiversity Within Unity

“The report addresses two complex issues in K-12 education reform: disparities in academic achievement, and what does it mean to live in a diverse nation. In the fi rst matter, it provides a road map to different areas that need attention in order for all students to achieve academic success. In the second matter, it provides methods for students from all groups to interact positively, preparing them to participate in an increasingly diverse society.”

DAVID KOYAMA, PH.D., PRINCIPAL, LYNNWOOD (WASHINGTON) INTERMEDIATE SCHOOL

“The value of the 12 principles lies in their usefulness as benchmarks for which educators and schools can strive. Indeed, perhaps one of most valuable aspects of the report is the ‘Diversity Within Unity Essential Principles Checklist.’. . . The checklist has great potential for adaptation as a research instrument to measure or evaluate school progress toward multiculturalism.”

MULTICULTURAL PERSPECTIVES, VOLUME 4, NUMBER 2, 2002

Research and School Practice

Copies of DIVERSITY WITHIN UNITY are available on-line by downloading the pdf at:

http://depts.washington.edu/centerme/home.htm

Print copies may be ordered from: CME PublicationsCenter for Multicultural Education • Box 353600University of Washington • Seattle, WA 98195-3600(206-543-1847)

1-9 copies, $6.50 each; 10 or more copies, $5.00 each. Prices include tax and postage. Checks or purchase orders should be made out to the University of Washington.

The Book Talk Series features books by Center Faculty, Center Faculty Affi liates, and other authors related to issues of diversity, equity, and education. The Series provides an opportunity for Center Faculty and other authors to discuss their work with the broader education community.

Book Talk Series

Stimulating Campus Conservations about Books that Focus on Diversity

January, 2005Cherry A. McGee Banks, University of Washington, BothellImproving Multicultural Education: Lessons from the Intergroup Education Movement

May, 2003 Geneva Gay, University of Washington, Seattle Becoming Multicultural Educators: Personal Journey Toward Professional Agency

January, 2003 Walter C. Parker, University of Washington, SeattleTeaching Democracy: Unity and Diversity in Public Life

May, 2002 Johnnella E. Butler, University of Washington, SeattleColor-Line to Borderlands: The Matrix of American Ethnic Studies

June, 2000 Geneva Gay, University of Washington, SeattleCulturally Responsive Teaching: Theory, Research, and Practice

April, 1999 Gary Howard, REACH Center, Seattle, WAYou Can’t Teach What You Don’t Know: White Teachers in Multiracial Schools

From left: Cherry A. McGee Banks, Geneva Gay, Walter Parker, Johnnella E. Butler, Gary Howard

Professor Geneva Gay and her former students who contributed to Becoming Multicultural Educators: Personal Journey Toward Professional Agency, with Professor James A. Banks.

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Enriching the College and University Community with Lectures by World-Class Researchers

Through the Symposium-Lecture Series, researchers and scholars are invited to the University of Washington to engage in discussion of issues related to racial, ethnic, language, and cultural diversity and education. These lectures are well attended by the College of Education faculty and students, teachers, and school administrators, as well as by members of the wider university community.

“The Center has sponsored the University of Washington’s most important lecture series for K-12 educators. Thanks to this series, my students and I have had the chance to meet and learn from some of the best thinkers in the fi eld of education.”

WALTER PARKER, PROFESSOR OF EDUCATION, UNIVERSITY OF WASHINGTON, SEATTLE

“The Center’s Symposium-Lecture series has added an incredible interdisciplinary vibrancy to our campus. Not only have the speakers represented a rich breadth of perspectives and expertise, but they have shared a wonderful depth and dedication to teaching and learning. Presentations by speakers and the ensuing dialogue among colleagues have fundamentally infl uenced the ways we engage in our twin commitments of advancing scholarship and preparing students for the complexity and excitement inherent in a changing multicultural world.”

BIREN “RATNESH” NAGDA, ASSOCIATE PROFESSOR, SCHOOL OF SOCIAL WORK, UNIVERSITY OF WASHINGTON, SEATTLE

“I have benefi ted beyond measure from the Center’s work. For example, I have learned many new facts, paradigms, and theories. I have been introduced to new books, many of which I have purchased and used in my classes. I have been stimulated to modify my own research and teaching. I have even used some material to develop a new course. Accordingly, I am deeply grateful to the Center for being such a magnet for attracting great scholars and a source of great ideas. After all, as scholars, ours is a world of ideas.”

JOSEPH W. SCOTT, PROFESSOR EMERITUS OF SOCIOLOGY, UNIVERSITY OF WASHINGTON, SEATTLE

“The Center for Multicultural Education’s Symposium-Lecture Series has provided me the opportunity to learn from noted national experts. More importantly, the series has provided a public space for me and my colleagues to enter a dialogue about issues that are only too frequently whispered about in private. I have confi dence this dialogue will lead to an improved University.”

EUGENE EDGAR, PROFESSOR OF EDUCATION, UNIVERSITY OF WASHINGTON, SEATTLE

“The Symposium-Lecture Series is an extraordinary gift given to the extended University of Washington community by the Center for Multicultural Education. The Series has brought to campus some of the most respected names in education, and the conversations sparked by the lectures have endured well beyond the scheduled visits and expanded far beyond the walls of Miller Hall.”

DEBORAH MCCUTCHEN, PROFESSOR AND ASSOCIATE DEAN FOR RESEARCH, COLLEGE OF EDUCATION, UNIVERSITY OF WASHINGTON, SEATTLE

“The Center for Multicultural Education embraces and enhances the University’s commitment to diversity. The quarterly seminars sponsored by the Center bring internationally renowned scholars to this campus to broaden our knowledge base and understanding of diverse ethnic, racial, sexual, learning disabled, and other special populations.”

LOIS PRICE SPRATLEN, PROFESSOR, SCHOOL OF NURSING, UNIVERSITY OF WASHINGTON, SEATTLE

Symposium-Lecture Series

From left: Marilyn Cochran-Smith, Elizabeth Cohen, Linda Darling-Hammond, Lisa Delpit, Lily Wong Fillmore, Jeannie Oakes

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Symposium Speakers

Zeus LeonardoCalifornia State University–Long Beach, October, 2005

Critical Perspectives on Diversity, Research, and Education

Gloria Ladson-BillingsUniversity of Wisconsin–Madison, October, 2004

What If We Leave All the Children Behind? The Challenge of Teaching in the New Millenium

Stephen Murphy-ShigematsuUniversity of Tokyo, Japan, October, 2003

Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan

Luis C. MollUniversity of Arizona, October, 2002

The Development of Biliteracy in Children: The Mediating Roles of Language Ideologies

Sara Lawrence-LightfootHarvard University, November, 2002

Will Anybody Know Who I Am? On Witness, Justice, and Respect

Jeannie OakesUniversity of California, Los Angeles, October, 2001

Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform

Alan H. ShoenfeldUniversity of California, Berkeley, May, 2001

Mathematical Literacy and Civil Rights: Issues of Equity, Standards, and Testing

Lisa D. DelpitGeorgia State University, October, 2000

Touched by Their Fire / Blinded by Their Brilliance: Reinventing the Education of African American Children

Marilyn Cochran-SmithBoston College, October, 1999

Blind Vision: Diversity and Teacher Education

Guadalupe ValdésStanford University, October, 1998

The World Inside and Outside Schools: Language and Immigrant Children

Quintard TaylorUniversity of Oregon, May, 1998

In Search of the Racial Frontier: African Americans in the American West, 1529-1990

Reva JosheeUniversity of British Columbia, January, 1998

Multiculturalism in the Land of the Mouse: Policy Implementation in Canada

Claude SteeleStanford University, November, 1997

How Stereotypes Shape Academic Identity and Performance

Lily Wong FillmoreUniversity of California, Berkeley, October, 1996

Cross-Cultural Views of Learning

Kathryn H. AuUniversity of Hawaii, Manoa, November, 1994

Improving the Literacy Achievement of Students of Diverse Backgrounds

Linda Darling-HammondTeachers College, Columbia University, October, 1994

Inequality and Access to Knowledge: Implications for Teacher Education

Shirley Brice HeathStanford University, October, 1993

Portraying African American Cultures: Rethinking the Oral-Literature Dichotomy

Gary PartingtonEdith Cowan University, Australia, January, 1993

Educating Ethnic Minorities in Australia

Elizabeth G. CohenStanford University, October, 1992

Groupwork: Strategies for the Heterogeneous Classroom

Edmund G. GordonYale University

Geneva GayUniversity of Washington, January, 1992

The National Assessment Movement: How Will It Affect Educational Practices Related to Diversity and Equity?

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2005 Sandra Harding, University of California, Los Angeles

2004 Luis C. Moll, University of Arizona

2003 Linda McNeil, Rice University

2002 Marcelo M. Suárez-Orozco, Harvard University

2001 Lisa Delpit, Georgia State University

2000 Marilyn Cochran-Smith, Boston College

1999 Christine Sleeter, California State University, Monterey Bay

1998 Carol Lee, Northwestern UniversityTsianina Lomawaima, University of Arizona, Tucson

1997 Peter McLaren, University of California, Los AngelesWalter Secada, University of Wisconsin, Madison

1996 Ricardo L. Garcia, University of Wisconsin, Stevens PointValerie Ooka Pang, San Diego State University

1995 Kathryn Au, University of Hawaii, ManoaQuintard Taylor, University of Oregon

1994 Carlos Ovando, Indiana University, Bloomington Shirley Brice Heath, Stanford University

1993 Gloria Ladson-Billings, University of Wisconsin, Madison Carlos F. Diaz, Florida Atlantic University

1992 Jacqueline Jordan Irvine, Emory UniversityEdmund W. Gordon, Yale University

Bringing World Class Scholars to Teach Summer Courses

Summer Courses

Each summer the Center invites distinguished scholars to teach short courses on their topics of specialization. This program provides opportunities for teacher education and graduate students to interact with eminent scholars from other universities. It also greatly enhances the teaching and research opportunities for students on the University of Washington’s three campuses.

From left: Edmund W. Gordon, Sandra Harding, Shirley Brice Heath, Gloria Ladson-Billings, Peter McLaren, Marcelo M. Suárez-Orozco

MARY STONE HANLEY, PH.D., 1998

Assistant Professor, Arts Education and Multicultural Education, University of North Carolina–Chapel Hill

“My experience in Multicultural Education at the University of Washington was powerful because it enabled me to connect the many contradictions of race, class, and gender in U.S. society to their manifestations in educational institutions. It gave me the theory and language to speak to and about power in educational contexts.”

Current Research/Practice Focus

My research deals with how artistic agency and aesthetic ways of knowing can inform multicultural knowledge in classrooms and communities. I study young hip-hop artists in classrooms and other public spaces who use Afrocentric forms of music and poetry to transform culture. A second research project deals with the ways that people from diverse cultural groups view schooling, and how performance of their stories may help school practitioners and families to understand educational research.

Hanley, M. S. (2003). Footsteps in the dancing zone. In G. Gay (Ed.), Becoming multicultural educators: Personal journey toward professional agency(pp. 244-271). San Francisco, CA: Jossey-Bass.

Tisdell, E., Hanley, M. S., & Taylor, E. W. (2000). Different perspectives on teaching for critical consciousness. In A. L. Wilson & E. Hayes (Eds.), Handbook of adult and continuing education(pp. 132-146). San Francisco, CA: Jossey-Bass.

CHARLENE MANO SHEN, M.ED., 2000

Senior Program Manager, Wing Luke Asian Museum

“Returning to school for my M.Ed. challenged me intellectually (which I had anticipated), but also infl uenced me in a very emotional manner. The courses that generated experiences vital to my personal as well as academic growth were ones where issues of power, race, and difference were openly shared. These dialogues among amazing faculty and classmates have continued to shape who I am today.”


I currently work for the Wing Luke Asian Museum in Seattle, a Pan-Asian Pacifi c American museum that pioneered a community-based model for creating exhibitions. My work involves planning the educational components for a new Wing Luke Asian Museum slated to open in a few years.

Educating Future Leaders

Center Graduates Making a Difference

13

PATRICIA ESPIRITU HALAGAO, PH.D., 2001

Assistant Professor, Department of Curriculum Studies, University of Hawaii, Manoa

“Studying multicultural education at the Center was liberating because it helped me make sense of my experience as a woman of color. The program provided valuable tools to enact my vision of equity and social justice. But, it is the relationships with faculty and friends that I will always remember and cherish.”


My scholarship focuses on the study and integration of transformative multicultural curriculum and pedagogy in social studies education with the intent of decolonizing and improving the educational experiences and achievement of Filipino Americans and other Asian Pacifi c ethnic groups.

Halagao, P. E. (2004). Holding up the mirror: The complexity of seeing your ethnic self in history. Theory and Research in Social Education, 32(4), 459-483.

Halagao, P. E. (2004). Teaching Filipino American students. Multicultural Review, 13(1), 42-48.

JEANNINE DINGUS, PH.D., 2003

Assistant Professor, Teaching and Curriculum, University of Rochester

“I came to the University of Washington from the classroom, and my experiences at the Center gave me a leg up on my transition into the professoriate through networking, exposure to the publication process, guest speakers, and the hidden curriculum of life in academia. I continue to draw on the Center’s resources in my courses, using its publications and the professional networks I developed during my time there.”


I am currently building on my work on inter-generational African American teachers. A new direction of my work explores the perspectives and personal memories of African American and White teachers who lived and experienced school desegregation.

Dingus, J. E. (2003). Let the circle be unbroken: Professional socialization of African American teachers from intergenerational families. Unpublished doctoral dissertation, University of Washington, Seattle.

Dingus, J. E. (2003). Making and breaking ethnic masks. In G. Gay (Ed.), Becoming multicultural educators: Personal journey toward professional agency (pp. 91-116). Personal journey toward professional agency (pp. 91-116). Personal journey toward professional agencySan Francisco, CA: Jossey-Bass.

Educating Future Leaders

Center Graduates Making a Difference

14

KIPCHOGE NEFTALI KIRKLAND, 1970-2005

Ph.D., 2001, University of Washington

Assistant Professor, Curriculum and Instruction, School of Education, Indiana University

Dr. Kirkland’s research and scholarship focused on incorpo-rating different forms of popular culture with the principles of multicultural education, culturally responsive teaching, and social studies education. His profi le for this publication was being prepared when we learned of his untimely death. He wrote, “My experiences with mentors such as Geneva Gay, Ed Taylor, James Banks, and many other colleagues from the University of Washington have kept me rooted in the foundations of multicultural education. The Center contin-ues to be a place of academic and cultural support for me. During my time as a graduate student, I witnessed the theory, research, and practice of multicultural education develop through the work of scholars associated with the Center. Now, as a developing scholar myself, I look to the Center as a place that invites innovative ideas about how to effectively educate students of color, teachers, and their school communities.”

Kirkland, K. (2001). Developing an African center in the academy. In L. Jones (Ed.), Retaining African Americans in higher education: Challenging paradigms for retaining students, faculty, and administrators (pp. 149-162). Sterling, students, faculty, and administrators (pp. 149-162). Sterling, students, faculty, and administratorsVA: Stylus Publishing.

Kirkland, K. (2003). Steppin’ up and representin’. In G. Gay (Ed.), Becoming multicultural educators: Personal journey towards professional agency (pp. 117-142). San journey towards professional agency (pp. 117-142). San journey towards professional agencyFrancisco, CA: Jossey-Bass.

CONDEE L. HOLBROOK, M.ED., 2004

Danforth Educational Leadership Program Student, University of Washington

“The Multicultural Education program, and particularly my work with Dr. Banks and Dr. Gay, inspired a desire to become a social justice advocate for marginalized students both in school buildings and the greater community. Current research and theory gave me the foundation I need to do my work with passion and conviction, while the relationships and contacts I made gave me the strength to carry it through.”


I am pursuing my administrative credentials to become an instructional leader of an urban middle or high school and will be joining the Pacifi c Cascade Freshman Campus in Issaquah as assistant principal in the fall of 2005. My goal is to transform the culture and learning environment of a school to make it more culturally relevant and accessible to all students. My primary focus is on equity and social justice for historically marginalized students.

IN LOVING MEMORY OF CHOGE

(as he was affectionately known), a researcher and teacher of integrity, and a friend who touched us all.

His poetry and spirit will remain in the hearts and minds of all the students and colleagues who were fortunate enough to know him.

16

Professor James A. Banks Receives Killinger Chair in Diversity Studies

Professor James A. Banks, widely recognized as the founding father of multicultural education, will be the fi rst recipient of the new Linda and Kerry Killinger Endowed Chair in Diversity Studies. The chair was created by the generous support of the Killingers, and of Washington Mutual, Inc., where Kerry Killinger is CEO. Their support ensures that the College of Educa-tion will always have a faculty member whose work is dedicated to diversity issues and secures the College’s position as a leader in multicultural education and issues of social justice.

Professor Banks is the natural choice for the Killinger Chair. In 1971 he became the fi rst African American to receive tenure at the University of Washington by going through the tenure process. Professor Banks has received many awards and honors for his research and professional service. He was elected president of the National Council for the Social Studies (NCSS) in 1982 and received that organization’s Distinguished Career Research Award in 2001. In 1997, he was elected presi-dent of the American Educational Research Association (AERA), the chief educational research association in the United States and the world. From AERA, Professor Banks has received the Research Review Award (1993), a Distinguished Career Contribution Award (1996), and the inaugural Social Justice Award (2004) for his work “demonstrating the critical role of education in supporting social justice.”

By Doug MarsanoAssistant Director for Development, College of EducationUniversity of Washington, Seattle

Professor Banks is currently a member of the Board of Children, Youth, and Families of the National Research Council and the Institute of Medicine of the National Academy of Sciences. He was elected to the National Academy of Education in 2000 and is a member of its board of directors. He was a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford during the 2005-2006 academic year.

Professor Banks holds honorary doctorates from the Bank Street College of Education (New York), the University of Alaska, Fairbanks, the University of Wisconsin, Parkside, DePaul University, and Lewis and Clark College. In 2005, he was awarded the UCLA Medal from the University of California, Los Angeles, the University’s highest honor.

On March 3, 2005, Professor Banks delivered the 29th Annual Faculty Lecture at the University of Washington, entitled, “Democracy, Diversity, and Social Justice: Educa-tion in a Global Age.” The lecture is awarded by the Faculty Senate to only one University of Washington faculty member each year and is considered the highest honor a faculty member can receive from his or her peers. Recipients are judged to have made a substantial contribution to their profession, to the research or perfor-mance of others, and to society.

Professor Zeus Leonardo, Associate Professor of Education at California State University-Long Beach, served as Visiting Associate Professor and Acting Director of the Center for Multicultural Education at the University of Washington during the 2005-2006 academic year. Center Director James A. Banks was on sabbatical and a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford during the 2005-2006 academic year.

Professor Leonardo is the author of Ideology, Discourse, and School Reform (Praeger), editor of Critical Pedagogy and Race (Blackwell), and co-editor (with C. Tejeda and and Race (Blackwell), and co-editor (with C. Tejeda and and Race

PROFESSOR ZEUS LEONARDO

C. Martinez) of Charting New Terrains of Chicano(a)/Latino(a) Education (Hampton). His articles have appeared in Educational Researcher; Race, Ethnicity, and Education; and Educational Philosophy and Theory.

James A. Banks giving the 29th Annual Faculty Lecture, University of Washington, March 3, 2005

17

The Center co-sponsored the fi rst Teaching Tolerance Institute with the Southern Poverty Law Center, July 13 through August 1, 1997. Thirty K-12 teachers from throughout the United States spent three weeks on the University of Washington campus learning how to promote interracial understanding in their classrooms.

Photo right: Conference speaker Karen Kodama, Principal of the John Stanford International School in Seattle, talks to a participant at the Center’s conference held April 29, 2005 to release Democracy and Diversity: Principles and Concepts for Educating Citizens in a Global Age (See page 7).

Center Conferences, Institutes, and Workshops

The Center sponsors conferences, institutes, and workshops to disseminate cutting-edge research to practitioners in schools, college, universities, and other institutions. Occasionally, these events are co-sponsored with organizations such as the Anti-Defamation League of B’nai B’rith and the Southern Poverty Law Center in Birmingham, Alabama.

Master of Education Degree in Multicultural Education, Seattle Campus

The Master of Education Degree (M.Ed.) in Multicultural Education may be pursued as a study option within Curriculum and Instruction at the University. The M.Ed. is designed to prepare teachers and other professionals to assume leadership roles in school districts, colleges, universities, and other institutions that have projects, courses, and programs related to multicultural education, intergroup education, and race relations. The program is also designed to respond to the needs of classroom teachers who wish to gain the knowledge and skills needed to integrate their curricula with multicultural content. Educators involved in helping school districts move from desegregated to effectively integrated educational environments will also benefi t from the program.

Students enrolled in the master’s degree program pursue a course of study that includes at least 15 credits of multicultural education courses offered by the area of Curriculum and Instruction and other areas within the College of Education. Students also take at least 15 credits of ethnic diversity subject matter outside Education, choosing from a range of courses with approval of their advisors that focus on one or two ethnic groups and/or deal with issues of race and ethnicity in general.

Doctoral Degrees in Multicultural Education, Seattle Campus

Students may pursue a multicultural education concentration in either the Doctor of Philosophy (Ph.D.) or the Doctor of Education (Ed.D.) degree. The Ph.D. program prepares students for careers in research or scholarly inquiry and teaching at the college level. The program consists of (1) continuous research or inquiry; (2) courses in education and related fi elds designed to develop a comprehensive academic basis for future work in research and teaching; and (3) teaching and other related experiences tailored to individual needs and career goals. Each student works closely with an advisor and a supervisory faculty committee to select courses, topics of research and inquiry, and teaching experiences.

The Ed.D. program is designed to prepare students for advanced professional practice directed mainly toward the application or transmission of existing knowledge. The program of study leading to the Doctor of Education, as a professional degree, focuses on the utilization of research knowledge, rather than on the production of new research knowledge. Students who aspire to leadership positions as administrators or policy analysts, for example, would appropriately seek the Doctor of Education degree. The student pursues a program of study as well as sequences of appropriate fi eld placements such as supervisory internships and administrative practices.

Master of Education Degree (Multicultural Education focus), Bothell Campus

Multicultural Education at the University of Washington, Bothell, consists of a series of courses designed to assist teachers in their personal and professional growth as instructional leaders in a society that is undergoing signifi cant demographic changes. The courses blend theory and practice, emphasize issues of school practice, and help teachers to increase their instructional effectiveness with both males and females and with students from diverse ethnic, racial, cultural, language, and social-class groups. The multicultural education courses at UW Bothell incorporate four major themes: refl ective self-analysis, inquiry, equity pedagogy, and examination of the process of knowledge construction. Cognitive, affective, and ethical dimensions of teaching, research, and service are encompassed in the fi ve themes.

Graduate Degree Programs in Multicultural Education

University of Washington, Seattle and Bothell

18

19

General Courses

EDC&I 424 Multiethnic Curriculum and Instruction

EDC&I 464 Educating Native American Youth

EDC&I 469 Teaching African American Students and Culture

EDC&I 474 Multi-Ethnic Studies: Methods, Content, and Materials

EDC&I 496 Workshop in Instructional Improvement

EDC&I 567 Current Issues in Social Studies: Globalization, Democracy, and Diversity

EDC&I 569 Educating Ethnic Minority Youths

EDC&I 573 School Reform and Multicultural Education

EDC&I 574 Race, Gender, and Knowledge Construction: Curriculum Considerations

Language, Literacy, and Culture

EDC&I 453 Teaching the Bilingual-Bicultural Student

EDC&I 457 Methods in Teaching English as a Second Language

EDC&I 495U Workshop in Curriculum and Instruction: Content Area ESL

EDC&I 495U Improvement of Teaching: Second Language Acquisition and Socialization

Multicultural Education Courses

EDC&I 496 Workshop in Instructional Improvement

EDC&I 541 Seminar in Bilingual Education: Organization and Structure

EDC&I 542 Seminar in Bilingual Education: Sociolinguistics and Education

Educational Psychology

EDPSY 552 Multicultural Issues in School Counseling and School Psychology

Educational Leadership and Policy Studies

EDLPS 566 Educational Policy Serving Disenfranchised Groups

EDLPS 569 Issues in School Reform

EDLPS 570 Critical Views on Educational Leadership

EDLPS 590 Student Populations and Experiences in Higher Education

Teacher Education

EDTEP 551 Introduction to Multicultural Education

UW Seattle

UW Bothell

Multicultural Education Courses

BEDUC 408 Knowing, Teaching, and Assessing in Multicultural Education and Social Studies

BEDUC 475 Global Perspectives on Diversity and Citizenship Education

BEDUC 523 Improving Human Relations in Schools

BEDUC 561 Educational Implications of Gender Inequality

20

Research related to race, ethnicity, class, language diversity, and education represents the central mission of the Center. This research contributes to the improvement of practice in schools, colleges, and universities through the synthesis and dissemination of fi ndings in multicultural education and the development of guiding principles for the fi eld.

Publications such as the Handbook of Research on Multicultural Education (2004; Second edition, Jossey-Bass), edited by James A. Banks and Cherry A. McGee Banks, provide remarkable depth and breadth and an impressive look at research and scholarship in the fi eld. Diversity and Citizenship Education: Global Perspectives, edited by James A. Banks, is a pioneering publication that addresses the role of citizenship in a time of globalization and diversity.

Symposium-Lecture Series focuses attention on topics related to race, ethnicity, class, and education. The symposium-lecture series features prominent scholars and outstanding practitioners such as Shirley Brice Heath, Linda Darling-Hammond, Claude M. Steele, Lisa Delpit, Sara Lawrence-Lightfoot, Marilyn Cochran-Smith, and Luis C. Moll.

Book Talk Series features books related to issues of diversity and equity in education. The Series provides an opportunity for Center faculty to share and discuss books with the University community and the broader education community. The series has featured books by Cherry A. McGee Banks, Johnnella Butler, Geneva Gay, Gary Howard, and Walter C. Parker.

The Center for Multicultural Education

Graduate Study with top university scholars at the Graduate Study with top university scholars at the Graduate Studymaster’s and doctoral levels prepares educators for working in an increasingly diverse nation and world.At the master’s level, practicing teachers and other education professionals acquire essential knowledge and skills necessary to work in multicultural environments. At the doctoral level, researchers and scholars develop expert knowledge and leadership skills necessary to teach in colleges and universities or lead educational institutions and agencies.

A Wide Range of Courses in multicultural education offers opportunities to build a broad and deep understanding of the issues confronting our society and the world and the means to reconcile them. Courses run throughout the regular academic year. In addition, the Center offers several short summer courses, institutes, and workshops. Examples of courses include Educating Ethnic Minority Youths; Teaching the Bilingual-Bicultural Student; and Race, Gender, and Knowledge Construction: Curriculum Considerations.


College of EducationUniversity of Washington110 Miller Hall, Box 353600Seattle, WA 98195-3600PHONE: 206-543-3386FAX: 206-543-1237E-MAIL: [email protected] SITE: http://depts.washington.edu/centerme/home.htm

focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the academic achievement of all students. The Center also engages in services and teaching related to its research mission.

Faculty

James A. Banks, Ph.D.Russell F. Stark University Professor and Director


James Soto Antony, Ph.D.Associate Professor, Educational Leadership and Policy Studies

Adjunct Associate Professor, Sociology

Geneva Gay, Ph.D.Professor, Curriculum and Instruction

Michael S. Knapp, Ph.D.Professor, Educational Leadership and Policy Studies

Walter C. Parker, Ph.D.Professor, Curriculum and Instruction

Adjunct Professor, Political Science

Tom Stritikus, Ph.D.Assistant Professor, Curriculum and Instruction

Edward Taylor, Ph.D.Associate Professor, Educational Leadership and Policy Studies

Manka Varghese, Ph.D.Assistant Professor, Curriculum and Instruction

Affiliated Faculty

David Allen, Ph.D.Professor, Psychosocial and Community Health

School of Nursing

Cherry A. McGee Banks, Ed.D.Professor, Education Program

University of Washington, Bothell

Enrique C. Bonus, Ph.D.Associate Professor, American Ethnic Studies

Adjunct Associate Professor, Communications

Johnnella E. Butler, Ed.D.Professor, American Ethnic Studies

Adjunct Professor, English and Women Studies

Associate Dean and Associate Vice Provost, Graduate School


College of EducationUniversity of Washington, SeattlePatricia A. Wasley, Dean

Ana Mari Cauce, Ph.D.Earl R. Carlson Professor of Psychology

Chair, Department of Psychology

Professor of American Ethnic Studies

Susan Franzosa, Ph.D.Professor and Director, Education Program


Erasmo Gamboa, Ph.D.Associate Professor, Chicano Studies

Adjunct Associate Professor, History and Latin American Studies

Diane Gillespie, Ph.D.Professor and Associate Director, Interdisciplinary Arts and Sciences


Angela B. Ginorio, Ph.D.Associate Professor, Women Studies

Adjunct Associate Professor, Psychology and American Ethnic Studies

Michael Honey, Ph.D.Professor of Labor and Ethnic Studies and American History

University of Washington, Tacoma

Biren (Ratnesh) Nagda, Ph.D.Associate Professor, School of Social Work

Vicente L. Rafael, Ph.D.Professor, History

Joseph W. Scott, Ph.D.Professor Emeritus, Sociology

Thaddeus H. Spratlen, Ph.D.Professor Emeritus, School of Business Administration

Faculty Director, Business and Economic Development Program

Quintard Taylor, Ph.D.Scott and Dorothy Bullitt Professor of American History

College of Education

University of Washington

110 Miller

Box 353600

Seattle, WA 98195-3600

Center for Multicultural Education, College of EducationCenter for Multicultural Education, College of Education

PHONE: 206-543-3386

E-MAIL: [email protected]

WEB SITE: http://depts.washington.edu/centerme/home.htm

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